Delaware Recommended Curriculum

Animal Science I 9-12

Preface: This unit has been created as a model for teachers in their designing or
redesigning of course curricula. It is by no means intended to be inclusive; rather it is
meant to be a springboard for a teacher’s thoughts and creativity. The information we
have included represents one possibility for developing a unit based on the Delaware
Content Standards and the Backward Design framework and philosophy.

Brief Summary of Unit

Providing adequate nutrition is important for all animals. We use animals in various
ways as a society. Learning how to properly care and manage them through proper ration
development is necessary for all animal owners to understand.

The study of nutrition in animals has basis in science and mathematics. To create and
balance the nutrients needed for a healthy animal is required for production and
companion animals. By understanding basic nutrition and the needs of various animals
we can provide better care, have animals with increased production/output, and prevent
health problems.

Goal Statements
• Students will be educated about the animal sciences industry.
• Students will use applied mathematics, science, communication, business,
technology, and arts to solve real life problems in animal nutrition.

Stage 1: Desired Results

(Determine What Students Will Know, Do and Understand)
Delaware Content Standards:
Animal Science Standard 5.1: Identify nutrients essential for animal growth,
performance, maintenance, and reproduction.

Animal Science Standard 5.2: Identify types of feeds and formulate feed
rations.

Animal Science Standard 5.3: Explain the physiology of digestion.

Big Idea
Sustaining life through the contributions made by animal science.
Unit Enduring Understandings
Students will understand that…

• Proper animal nutrition is essential for all life functions; including animal growth,
performance, maintenance, and reproduction.

• There are six major nutrients essential for proper animal nutrition.

• Various feeds and feedstuffs are used to meet the nutritional needs of animals.

• Animal digestive systems vary according to the species of animal.

Unit Essential Question(s)
• How does animal nutrition affect the various life functions?

• What are the six essential nutrients and why are they important?

• What are the major feeds and feedstuffs used for the various animals?

• What are the different types of digestive systems and their components? How do
the different systems function?
Content Knowledge & 21st Century Skills
Students will know…
• The importance of proper animal nutrition.

• The major nutrients for animals.

• The major feed and feedstuffs.

• The types digestive systems and their parts.

Students will be able to…

• Explain the importance of proper animal nutrition.

• Discuss the major nutrients for animals.

• Identify major feeds and feedstuffs.

• Explain and label the digestive systems of animals.

 Stage 2: Assessments Evidence
(Design Assessments To Guide Instruction)

Essential Questions Addressed by the Transfer Task:

• How does animal nutrition affect the various life functions?

• What are the six essential nutrients and why are they important?

• What are the major feeds and feedstuffs used for the various animals?

• What are the different types of digestive systems and their components? How do
the different systems function?

Transfer Task
Performance Task
You have been hired by Delaware Nutrition Company to research various nutritional
data. You will be assigned a specific type of animal, on which you will create a
presentation. The presentation will need to include: the six essential nutrients required by
the animal, the importance of each nutrient, major feed for that animal, and a labeled
diagram of their digestive system.
You will need to present your findings to the board (class) and grades will be assigned
based on several factors: time requirement of 3-5 minutes, professional appearance and
presentation skills, and required content.

Rubric for Transfer Task

Performance Task
4 3 2 1
Visual All 3 of 4 2 of 4 Minimal
Component requirements requirements requirements requirements
are met; well are met; well are met; lacks not met
organized and organized organization
visually
pleasing
Oral Meets all 3 of 4 2 of 4 Minimal
Presentation requirements requirements requirements requirements
as above are met are met not met

Other Evidence ( e.g., tests, quizzes, diagrams, work samples, notebooks and lab
reports) All copies can be found in Appendix A.

Student Self-Assessment and Reflection

Pairs Communication Activity
Directions: Students will answer these question based on their own presentations and then
pair up with another student and share their findings.
Reflection:
1. On which part of this activity were you most successful and why?
2. Which part was the most difficult and why?
3. How would you change your presentation to meet the requirements of the performance
task?

Stage 3: Learning Plan

Key learning events needed to achieve unit goals
Learning activities: What learning experiences and instruction will enable students to
achieve the desired results?

Background
Proper nutrition is necessary for animals. It’s important that every animal receive a
complete and balanced food and water ration so that it can develop, maintain
homeostasis, reproduce, and become proficient in production of various animal products.

Animal nutrition includes 6 general categories: water, proteins, carbohydrates, fats,

vitamins, and minerals. It is critical for the consumer to understand the appropriate ratios
of these nutrients to ensure they provide the optimum nutrition for their animal.

The type of feedstuff needed for an individual animal is dictated by the type of their
digestive system. There are two basic classifications of digestive systems: ruminant (or
polygastric) and non-ruminant (also called single-stomached or monogastric). Ruminant
animals have four compartments to their stomach, which enable them to eat forage.
Ruminants regurgitate their food in the form of cud; they chew it and re-swallow.

Non-ruminant animals have one stomach to break down food. The non-ruminant systems
include monogastric, pseudo-ruminants and avian animals. Humans are and example of
non-ruminants with a mongastric system. A few animals, such as the horse and rabbit,
which have developed modifications to their digestive systems and are called pseudo-
ruminants. Other animals, such as poultry, have an even more differentiated system. All
animals’ digestive systems also include the esophagus, small intestines, large intestines,
cecum, colon, and anus.

Lesson 1
Unit Question: What is the importance of nutrition and what are the major
nutrients required?
See Appendix A

Lesson 2
Unit Question: What are the different types of feed and feedstuffs for various
animals?

See Appendix B
Lesson 3
Unit Questions: What are the different types of digestive systems? What are the
major components of each?

See Appendix C

Resources and Teaching Tips:

See Appendix D.
Appendix A
A.1
A.2

Energy in Food Lab

Materials
• Calculator with CBL2 and one temperature probe
• One empty pop can
• 100 ml of water in the pop can
• Ring stand with a ring
• Pencil or a glass stirring rod
• Paper clip fashioned into a food holder
• Matches
• One Cheeto or a nut (you’ll eventually do both)

Apparatus Set Up
• Put the water into the can.
• Suspend the can, using the pencil, from the ring.
• Impale the food onto the paper clip and steady it underneath the can.
• After you set up the CBL2 and READ THE DIRECTIONS BELOW, ignite the
food and start the data collection.

CBL2 Set Up
• One temperature probe.
• Start Easy Data
• Take readings in Celsius
• Take a data sample every 2 seconds for the Cheeto, and every 5 seconds for the
nut
• Take 50 samples

Make sure the temperature probe is NOT touching the sides or the bottom of the can
during data collection
If the food burns up before the data collection is completely finished, press the STO
key. This will stop the data collection and give you the graph of the data that has been
collected to that point.
Repeat the data collection using all three different foods. Compare your results.
 Table 1

Measurements Sample 1 Sample 2

Food used

Mass of empty can (g)

Mass of can plus water (g)

Initial temperature of water (°C)

Final temperature of water (°C)

Initial mass of food and holder (g)

Final mass of food and holder (g)

Table 2

Calculations Sample 1 Sample 2

Mass of water (g)

∆ t of water (°C)

∆ mass of food (g)

Energy gained by water (J)

Energy content of food (J/g)

Table 3

Calculation Sample 1 Sample 2

∆ mass

∆t

Energy gained

Energy content
 Table 4

Class results

Food type Food type Food type Food type

Energy content (kJ/g)

Avg:
A.3

Lab: Enough Food to Survive the Winter?

“Calories” are a measure of the amount of energy in food. Actually, the Calories
in food are really “kilocalories”. The three energy-containing food molecules are
carbohydrates, proteins, and fats. All of the energy that an animal needs comes from
these three molecules. Energy is stored up in food, and the food must be “burned” in
order to get the energy out of the food and make it useful for the animal. This energy-
burning process is called “cellular respiration”, and it mostly takes place in tiny cell
parts called mitochondria. Some animal cells have hundreds, or even thousands of
mitochondria! Getting energy from food is a pretty important thing! In order for an
animal to survive a long, cold winter, it must eat a lot of food. If the animal chooses to eat
carbohydrates, it will get 4 Calories for every gram that is eats. For protein, it is the same
amount per gram. Fats, however, have nearly 9 Calories per gram! So, if you’re an
animal trying to survive a cold, snowy winter season, what type of food molecule would
be best to eat? As you’re doing this activity, be thinking about this question, and be
thinking about some animals that live in your area in the winter.

Materials
• Calculator with CBL2 and one temperature probe (or a calculator and an Easy
Temp probe)
• One empty, squatty little soda can
• 100 ml graduated cylinder
• 100 ml of water in the soda can
• Ring stand with a ring
• Pencil (or a glass stirring rod)
• Paper clip made into a food holder
• Balance or scale
• Matches
• Cheetos, nuts, and marshmallows

Apparatus Set Up
• WEAR SAFETY GOGGLES!!!
• Pour 100 ml of water into the can.
• Put the pencil or stirring rod through the hole in the pop-top of the can and
suspend the can from the ring.
• Stick the food onto the paper clip and steady it underneath the can with a few
centimeters between the food and the bottom of the can.
• After you set up your equipment with the temperature probe, READ THE
DIRECTIONS BELOW.
• Start the Easy Data APP.
 • Take readings in Celsius. If the calculator is taking readings in Fahrenheit, change
to Celsius by pressing . Then press 1: Temp. Press , and select 1: (C).
Press .
• Press again. Choose 2:Time Graph. You’ll probably need to change the time
settings, so press . Your sample interval should be 5 seconds (then press
). Type in 48 for the number of samples, then press again. You’ll then
get a screen verifying the settings you just made. If it looks good, press .
• Before you press , make sure you have everything set up and you have read
the following information.

Make sure the temperature probe is NOT touching the sides or the bottom of the can
during data collection.

• When everything is set up, CAREFULLY light a match and ignite the food on the
bottom of the food sample. When the food starts burning, press and make
sure the burning food is directly underneath the can of water.
• After data collection is completed, use the arrow keys ( and ) to move along
the graph to find the minimum (starting) and maximum temperatures for the water
and record them in the data table.

If the food burns up before the data collection is completely finished, that’s OK. Simply
press . This will stop the data collection and give you the graph of the data that
has been collected to that point.

• To do your next trials, simply press . Pour out the water from the can,
measure another 100 ml of water and pour it into the can. Prepare the next food
sample as you did for the first one. When you’re ready to start burning the next
sample, press . You’ll see a message telling you that the latest run will be
deleted. That’s fine, so just press and data collection will start again.

Write your data in the table below.

Your Measurements 1st Trial 2nd Trial 3rd Trial

Food that you used
Mass of water you started with
(1 ml of water = 1 gram)
g g g
Starting temperature of water o o o
(oC)
C C C
o o o
Final temperature of water (oC) C C C
o o o
Change water temperature (oC) C C C
Starting mass of food (in grams) g g g
Final mass of food (g) g g g
Change in mass of food (g) g g g
Energy gained by water (Joules)
(see 1 below)
J J J
Convert the energy to kilojoules
(divide by 1000)
kJ kJ kJ
Energy content in food (kJ/g)
(see 2 below)
kJ/g kJ/g kJ/g
Calorie content in food (Cal/g)
(see 3 below)
Cal/g Cal/g Cal/g

Calculations for the data table:

Energy gained by water = (mass of the water) X (change in temp of

1

water) X (4.18)
2
Energy content in food = Energy gained by water (see above) / change
in mass of the food
3
To convert kJ to kCal (Cal): divide the number of kJ by 4.18—this will
equal Calories.

Analysis Questions
1. What types of foods have a lot of carbohydrate in them?
2. What types of foods have a lot of protein in them?
3. What types of foods have a lot of fat in them?
4. Can you think of a food that has all three in it?
5. People have different food cravings in the summer than they do in the winter. In
the summer, we tend to want to eat foods that are “lighter” like salads and fruits.
In the winter, we like things like chili and stew and desserts. People also like to
use more butter and oil when they cook in the winter than they do in the summer.
Why do you think that is?
6. OK, let’s think about animals as they try to survive the cold winter months. What
are some behaviors that animals show as winter approaches?
7. How do many animals avoid having to deal with harsh winter conditions?
8. Do you think that an herbivore or a carnivore needs to eat more weight in food
every day? Explain your answer and assume that both animals are the same size!
9. Do you think that animals need to eat more calories of food in the summer or in
the winter? Explain.
10. Why do you see birds and mammals in the winter, but you don’t see frogs, snakes,
or insects?
11. What physical changes take place in animals as winter approaches?
12. During the winter, what are some behaviors that animals can do in order to stay as
warm as possible?
Extension Questions
1. Butter has very little carbohydrate or protein in it. It contains 100 Calories per
tablespoon. How many grams of fat are in one tablespoon of butter?
2. If you eat a 4 ounce piece of totally lean meat (meat that has no fat at all), how
many Calories are in that piece of meat? Remember that lean meat is all protein.
Hint: there are about 29 grams in one ounce.
3. If you look at the nutrition label on food containers, you’ll see a bunch of
numbers showing you how much of each nutrient is contained in that food. If
there are 8 grams of fat in a serving of something, and this 8 grams is 10% of the
recommended daily value of fat, how many grams of fat would be the
recommended daily value?
4. If a food produce contains 15 grams of carbohydrate, and the recommended
amount of carbohydrate you should have each day is 300 grams, what percentage
of your daily recommended amount is in that food?
5. When you look at a nutrition label, you see that a serving of your favorite cereal
has 25 grams of carbohydrate, 3 grams of protein, and 2 grams of fat. How many
Calories are in one serving of that cereal?
6. People who go camping in the wintertime usually add lots of butter or oil to
everything that they cook and eat. Explain why this can be both a good idea and a
not-so-good idea.
Appendix B
Appendix C
Other Resources
 Basic Animal Nutrition
MAIN IDEA: What are the major components of animal diets?

VETERINARIAN'S LOG:

I was visiting Dr. Baker, my coauthor, when a very large black lab walked into the
house. This dog had obviously been eating quite well and had become downright fat.
Her parents adopted this former stray. How did this dog become so heavy?
Moreover, the dog's housemate -- a former barn cat -- is morbidly obese, weighing a
hefty 30 pounds. Only a few weeks ago, I saw another cat that had developed a skin
infection around its hindquarters. This cat had become so heavy, that it was unable
to groom itself in that region. Obesity is a very common problem in small animal
medicine.

CLASSES OF NUTRIENTS

Diets can be divided into six classes of nutrients. A nutrient is a component of food
necessary to support life. The first three nutrients -- carbohydrates, proteins and fats
-- supply energy and structure for the cells of the body. Water and minerals are not
used for energy, but are utilized in many of the functions and structure of the body.
The final class -- vitamins -- plays a key role in metabolic functions of the cell.

Carbohydrates:

Carbohydrates supply energy and provide structure within the plant cell.
Carbohydrates in the diet also provide energy to the animal. In addition, the
carbohydrates supply fiber and bulkiness to the diet. The absolute necessity of
carbohydrates in the diet remains low, because the animal can convert amino acids
and fats into sugars.

Carbohydrates provide glucose to maintain blood sugar levels, which is critical for
maintaining cell function. Carbohydrates create the lactose that is found in milk.
Carbohydrates are also converted to glycogen, as a cellular reserve of energy, and to
fat, as a body reserve. Carbohydrates are additionally necessary to complete the
metabolism of fat.

The simplest carbohydrates, the monosaccharides, are easily absorbed from the
intestines. Glucose and fructose provide two common examples of monosaccharides.
The monosaccharides form the building blocks for more complex carbohydrates. The
disaccharides, such as lactose, are a combination of two monosaccharides. In
digestion, these sugars are broken down with enzymes released in the intestines.

The polysaccharides are long chains of simple sugars. Two types of chemical bonds
can be found in the polysaccharides. Starch is an example of a polysaccharide, a
chain of glucose molecules joined by alpha bonds. The starch molecule can have
many side branches all identically linked. The alpha bond is significant, because the
amylase enzyme secreted during digestion can break it down. Amylase converts the
long chain starch into single molecules of glucose and disaccharides that can be
further digested.

Dietary fiber or roughage is also composed of polysaccharides. The fiber derives from
plants, where it is used for structural support. Fiber is also composed of chains of
monosaccharides, but these are linked with beta bonds. The enzymes secreted in the
digestive system of mammals are unable to digest these polysaccharides. The
microorganisms found within the gastrointestinal tract of animals may be able to
digest this fiber and allow the host animal to utilize the nutrients.

Cellulose serves as a classic example of the long chain polysaccharide found in plant
fiber. Just as in starch, glucose forms the building block of the cellulose molecule.
These long straight chains of glucose molecules are linked with beta bonds. Plant
fiber has many components, including cellulose, but also contains hemicellulose and
lignin. These different fibers have different digestibilities by the microorganisms
found in the intestinal tract.

Fiber, even though it is not digested in monogastrics, does affect the digestive tract.
Fiber in the diet slows the emptying of the stomach and helps to protect the cells
lining the intestines. Fiber within the feces increases the amount of water held. This
effect helps to maintain a normal rate of movement through the intestines. Adding
fiber to the diet can be helpful in both diarrhea and constipation conditions. In
diarrhea, the stools are very liquid and move through the animal too quickly.
Additional dietary fiber helps to hold more of the water and slows down the
movement of feces through the intestines. Constipation occurs when the feces is too
dry and moves too slowly. Again, fiber helps to retain water within the feces and
increases the rate of passage to a more normal level.

Proteins:

Proteins are composed of chains of amino acids. As we have seen throughout these
lessons, proteins play a key role in the structure and many of the functions of cells.
Proteins serve in the structure of cells but also act as enzymes, hormones and
antibodies. Proteins can also be utilized as a source of energy for the animal.

The amino acids divide into essential and nonessential. The essential amino acids
must be supplied in the diet, whereas the nonessential can be synthesized from
other amino acids. Each species has its own list of essential amino acids.

A deficiency of protein in the diet will often show clinically as poor growth or low
body weight. These animals will many times have a poor appearance to their hair
coat and will often be more susceptible to disease (poor immunity). On the other
hand, excessive protein is utilized as an energy source or converted to fat. This
metabolism does produce nitrogenous waste that must be cleared by the kidney. In
animals with decreased kidney function, the nitrogenous wastes will increase in the
bloodstream, worsening the clinical signs of the condition.

Fats and oils:

Fats and oils are the third class of nutrients. Fats are solid at room temperature,
while oils are in a liquid state. The simple lipids come in a form with three fatty acid
molecules bound to a molecule of glycerol. Lipids can be conjugated with other
molecules such as proteins.

Fats can be utilized as an immediate supply of energy or stored in the fat reserves of
the animal. A deposit of fat not only provides a source of energy, but also aids in
insulating the animal from the cold and provides some degree of protection to organs
as well. Lipids are used in producing certain hormones and structurally within cell
membranes. Fats generally increase the palatability (or tastiness) of the food. Fat in
the diet is necessary to allow for the absorption of certain fat-soluble vitamins.

The lipids are a source of fatty acids. Certain fatty acids that are required in the diet
are called essential fatty acids, just as the necessary amino acids are called essential
amino acids. The essential fatty acids vary with species as well. In dogs, linoleic acid
assists in the production of linolenic and arachidonic acids. Cats, on the other hand,
also require arachidonic acid in the diet. Fats are found in both plant and animal
sources. Arachidonic acid is only found in animal sources.

MEASURING CALORIES

These first three nutrients -- carbohydrates, proteins and fats -- are all potential
sources of energy for the animal. The energy found in the form of chemical bonds
metabolizes within the cell. The animal utilizes much of the energy. Some is released
as heat, which maintains the normal body temperature. A calorie is the unit of
measure that defines the energy contained within a food. By definition, a calorie is
the amount of energy required to raise one gram of water one degree Celsius. Many
labels will report the value in kilocalories (kcal or C), which is the same as 1,000
calories.

Feedstuffs are burned in a special device, called a calorimeter, to measure the

amount of heat released and therefore determine how many calories they contain. In
addition, the efficiency of digestion is considered to establish the total energy that
can be obtained from an ingredient. In human physiology, it is common to report the
values of 4 kcal/gram for both carbohydrates and protein, and 9 kcal/gram for fat.
Using standard values for the efficiency at which average dog and cat foods are
digested, the values lower to 3.5 kcal/g for carbohydrate and protein, plus 8.7 kcal/g
for fat.

IMPORTANCE OF WATER

While protein, fat and carbohydrate play an essential role in the diet of animals,
water remains the most critical nutrient. While the animal can lose almost all of its
fat, and up to half of its protein, dehydration can quickly become life-threatening. A
loss of ten percent of the body's water becomes very serious, and losses above 15
percent are generally life-threatening.

Some water is actually produced during metabolism. This is a relatively small

amount compared to how much is obtained in feed ingredients and directly
consumed. Depending on the type of diet, the amount of water consumed in feed
can be quite significant. A cat eating canned food takes in much more water in its
food than a cat eating strictly dry food. An adult Holstein dairy cow will often
consume over 100 lbs. of total feed that has over half of its weight as water. In the
feed alone, the cow will have consumed 50 lbs. of water
CLINICAL PRACTICE:

Obesity is the most common nutritional disorder that veterinarians see in dogs and
cats. Certain disease conditions, such as hypothyroidism and hyperadrenocorticism,
may contribute to an animal's obesity. However, a large proportion of the cases are
associated with an excessive intake of calories relative to the animal's needs. Several
factors can contribute to this problem. The animal may be fed too much, or fed a diet
not designed for its activity level. Many pets confined to a kennel or the house, just
do not get enough exercise to utilize all of the calories consumed. Additionally, many
pets are given too many snacks or treats -- both animal treats and table food -- that
add additional calories.

Weight regulation in healthy pets requires strong willpower by the owner. The pet
will often beg for food when treats are taken away or less food is given. The owner
needs to recognize that they are trying to help the dog. Increasing the pet's activity
level also requires a significant time commitment by the owner.

Obesity may contribute to, or worsen, other diseases. A common presentation is an

overweight dog that is having difficulty rising or getting around. Many elderly pets
will develop arthritis, and adding extra weight increases the stress on the joints. As
muscles weaken and the arthritis worsens, the extra weight can become quite
crippling.

The added weight also puts more stress on the circulatory and respiratory systems.
The extra fat puts a higher demand on cardiac output and oxygen usage. This can
worsen an existing problem, such as heart failure. These problems also make obese
pets more of an anesthesia risk if surgery is required. Obesity may also have a
relationship to controlling diabetes. Diabetes in cats can be more readily controlled
when their weight is brought under control.
 Name: ____________________________
Block: ____________

Basic Animal Nutrition Questions

1. A __________ is the unit of measure defining the amount of energy contained within a
food.

2. Which nutrient is made of amino acids?

3. __________ is the most critical nutrient.

4. Inadequate dietary __________ can result in constipation.

5. Broken to their simplest form, __________ are made up of glucose molecules.

6. What are the six classes of nutrients?

7. What do vitamins play a key role in?

8. What are polysaccharides?

9. What are monosaccharides?

10. What creates the lactose that is found in milk?

11. What does fiber do for the digestive tract?

12. Why does constipation occur?

13. What are the two groups of amino acids?

14. What does a deficiency of protein show up as?

15. What is the difference between fats and oils?

16. What does a fat deposit do for an animal?

17. What are essential fatty acids?

18. What is a calorimeter?

19. When does dehydration become life-threatening?

20. How much water will an adult cow consume in its daily feed?

21. Why is obesity such a bad condition for animals to have? (ANSWER WITH AT
LEAST 8 FULL SENTENCES!)
DIGESTIVE SYSTEM DIAGRAMS
**Diagrams above from Small Animal Care and Management by Dean M.
Warren, Delmar Thompson publishing
 POWER POINTS

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 Suppl ement s
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TESTS
• Some of the supplements are minerals salt, copp
Nutrients & Digestive Quiz
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1. ___ Biochemical reactions
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2. ___ Nutrition 3. What are the six nu
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5. ___ Nutrient Salt Copper
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j. required in large amounts in
9. ___ Ruminant the ration

10. ___ Enzymes and hormones

 Animal Nutrition

Short Answer – 5 points each

1. List the six nutrients.

2. What nutrient helps produce milk, eggs and wool?

3. What is the primary function of minerals?

4. What two nutrients are broken down into carbon, hydrogen, and oxygen?

5. What is the most important nutrient?

6. What percentage of an animals bone is water?

7. What percentage of an animals blood is water?

8. What percentage of an animals body is water?

9. What percentage of an animals muscle is water?

Multiple Choice – 4 points each

1. Which of the following is NOT a use of carbohydrates?
a. source of fatty acids c. storage of fat
b. energy for bodily functions d. produce body heat

2. Which of the following is NOT a use of water?

a. maintain body temperature c. dissolve minerals
b. give body its form d. transport nutrients

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 Animal Nutrition

3. Which of the following is NOT a use of fats?

a. source of fatty acids c. absorbing vitamins
b. absorbing minerals d. source of energy

4. Which of the following is NOT a use of vitamins?

a. give the body its form c. protect against disease
b. regulate biochemical reactions d. form new cells

5. Which of the following is NOT a use of protein?

a. fetal development c. production of milk, wool, eggs
b. antibody generation d. storage of fat

Identification—2 points each

**Need to provide students with digestive system diagrams.**

Label on the diagram pages, list the following parts—only put the correct part on the
correct digestive system!! (there are 6 systems!!)
a. Swim bladder
b. Cloaca
c. Uterine Horn
d. Omasum
e. Abomasum
f. Reticulum
g. Large Intestines
h. Ventriculus
i. Cecum
j. Crop
k. Duodenal loop

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 Animal Nutrition

Bibliography

1. Small Animal Care and Management by Dean M. Warren, Delmar

Thompson publishing

2. Delaware Agriscience Curriculum Lesson Plan Laboratory, CAERT, Inc.

2005 Edition

3. Biology with Calculators, Biology Experiments Using Vernier Sensors

with Vernier LabPro or Texas Instruments CBL 2 by Kelly Redding and
David Masterman; Vernier Software and Technology

4. http://www.agednet.com ; Agriscience Lesson Plans

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